This is the website I created for my ISTC 301class.
Assistive technology is now very prevalent. Teachers have lots of resources to help them help their students learn to their full potential without ever leaving the mainstream classroom. Assistive technology use does not make a child less intelligent it enables the child to learn in the best fashion for them. For example, if an early elementary student is having trouble reading and comprehending they could use something like Wiggle works. This will read the book to the child aloud while still showing the words for the child to see. I really liked the ATTO website. I feel like this site is very helpful for people trying to understand assistive technology. Not only does it explain it, ATTO gives the Federal law overview, and a few basic assistive technologies that would be of help; for example, changing out a mouse or a keyboard for a child or changing the size of icons so all students can see them on the computer desktop. Also, I found the discoveryeducation.com website helpful as well. This website had many links, all of which pertained to UDL. It had one link called the UDL toolkit: this was very helpful under the UDL toolkit there were options for text-text speech, graphic organizers, digital storytelling, writing tools, literacy centers, math tools, and handwriting apps. UDL has come a long way since its beginning and still continues to climb and grow with more accesses to technology. The students of tomorrow will most likely all use some form or another of assistive technology to better assist each child’s individual learning. Now UDL is used for those students whom would have needed a full time aide in the ‘90s; these students are now mainstreamed and it is up to the general educator to find assistive technologies that fit IEPs, 504s, or just benefit a child’s learning. The last time I dealt with a child that used assistive technologies was in fourth grade, I went to school with a girl who was going blind. I remember her using various tools to be able to see her papers, and copies of all the overheads were made for her. I also remember her sitting out by herself and pacing her own work. I am amazed that within the two schools I am placed in now I do not see assistive technology being used. From this assignment I as a future teacher have gained many resources in the areas of UDL and found many different programs I could introduce to my students whom need the help.
As a future teacher I have mixed feelings about the virtual fieldtrip. It can be used in a very constructivist manner, but I am afraid that they will soon take the place of real field trips. Virtual field trips are very student centered activities; students can investigate on their own and generally work/move at their own pace. Also, this allows students to be able to further investigate areas that they or their group is particularly interested in. Students will be able to obtain and create their own knowledge. Moreover, the idea of a virtual field trip is far more enticing and exciting than traditional lecturing, reading, or watching a film. Overall I liked and was inspired by the format of the word document and remember doing similar assignments myself. However, I was kind of let down by the first link, about the New Bedford Port. Initially I was excited until I saw the dullness and unattractiveness of the Flash player format. I did like tat everything was a link, and there were many entry levels within the field trip. Also, when you used the website as its default size the documents and maps were difficult to see, yet when the window was expanded I was disappointed in the quality of the images. I found these again difficult to read; which would not work well for a student with any kind of visual impairments. I did like the way the questions were laid out; and the teacher could easily differentiate this lesson for individual students or groups. Furthermore, I liked the additional link/video being attached to reiterate and solidify what the students had just learned. Finally, the knot tying videos were a kinesthetic connection to the lesson that made connection and proved as a practical skill. Although I have my concerns about virtual field trips I believe they are a good source of information and good use of technology within the classroom. PODCAST The Bright Red Kite.mp3 MOVIE
Assistive technology is now very prevalent. Teachers have lots of resources to help them help their students learn to their full potential without ever leaving the mainstream classroom. Assistive technology use does not make a child less intelligent it enables the child to learn in the best fashion for them. For example, if an early elementary student is having trouble reading and comprehending they could use something like Wiggle works. This will read the book to the child aloud while still showing the words for the child to see. I really liked the ATTO website. I feel like this site is very helpful for people trying to understand assistive technology. Not only does it explain it, ATTO gives the Federal law overview, and a few basic assistive technologies that would be of help; for example, changing out a mouse or a keyboard for a child or changing the size of icons so all students can see them on the computer desktop. Also, I found the discoveryeducation.com website helpful as well. This website had many links, all of which pertained to UDL. It had one link called the UDL toolkit: this was very helpful under the UDL toolkit there were options for text-text speech, graphic organizers, digital storytelling, writing tools, literacy centers, math tools, and handwriting apps. UDL has come a long way since its beginning and still continues to climb and grow with more accesses to technology. The students of tomorrow will most likely all use some form or another of assistive technology to better assist each child’s individual learning. Now UDL is used for those students whom would have needed a full time aide in the ‘90s; these students are now mainstreamed and it is up to the general educator to find assistive technologies that fit IEPs, 504s, or just benefit a child’s learning. The last time I dealt with a child that used assistive technologies was in fourth grade, I went to school with a girl who was going blind. I remember her using various tools to be able to see her papers, and copies of all the overheads were made for her. I also remember her sitting out by herself and pacing her own work. I am amazed that within the two schools I am placed in now I do not see assistive technology being used. From this assignment I as a future teacher have gained many resources in the areas of UDL and found many different programs I could introduce to my students whom need the help.
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As a future teacher I have mixed feelings about the virtual fieldtrip. It can be used in a very constructivist manner, but I am afraid that they will soon take the place of real field trips. Virtual field trips are very student centered activities; students can investigate on their own and generally work/move at their own pace. Also, this allows students to be able to further investigate areas that they or their group is particularly interested in. Students will be able to obtain and create their own knowledge. Moreover, the idea of a virtual field trip is far more enticing and exciting than traditional lecturing, reading, or watching a film. Overall I liked and was inspired by the format of the word document and remember doing similar assignments myself. However, I was kind of let down by the first link, about the New Bedford Port. Initially I was excited until I saw the dullness and unattractiveness of the Flash player format. I did like tat everything was a link, and there were many entry levels within the field trip. Also, when you used the website as its default size the documents and maps were difficult to see, yet when the window was expanded I was disappointed in the quality of the images. I found these again difficult to read; which would not work well for a student with any kind of visual impairments. I did like the way the questions were laid out; and the teacher could easily differentiate this lesson for individual students or groups. Furthermore, I liked the additional link/video being attached to reiterate and solidify what the students had just learned. Finally, the knot tying videos were a kinesthetic connection to the lesson that made connection and proved as a practical skill. Although I have my concerns about virtual field trips I believe they are a good source of information and good use of technology within the classroom.
PODCAST
The Bright Red Kite.mp3
MOVIE